Synchronous or Asynchronous Developmental Attributes of the Child - Case Study Example

RUNNING HEAD: Synthesis, Analysis and Interpretation of Authentic Assessment Synthesis, Analysis and Interpretation of Authentic Assessment Student’s Name Institution’s Name 1.0 Introduction According to Vialle et al. (2008), a child in this society can be defined as a human being below the ages of 18 years. A child during their transformation of being an adult undergoes various many stages of development. A child’s development is biologically, socially, emotionally, physically and mentally. In this case study we will briefly assess at how a child undergoes physical development, social development, and language development and how this development builds a child to be a better leader in the future. We will look at how a child’s development is very important and how parents should be keen when disciplining their child. We will also look at how the education learning programs are important for the learning process of a child. This is mainly because a well brought up child will reflect positively in a child’s future career and our children are our future leaders (Trawick, 2007). 1.1 Physical Development In physical Development of a child we look at development of a child’s muscles, physical coordination ability to sit and stand. We look at how a child starts by crawling, walking then eventually running. We look at how a child starts learning to draw and write. In physical development of a child we basically look at how the child’s shapes changes. 1.2 Emotional Development In emotional Development we look at how a child reacts to different situations in life. A child can be happy, sad or fearful depending on a situation. When a child is born we see the way they keep on crying. As the child grows they start throwing tantrums when denied to do what they please. When a child is in the adolescence stage the child is full of emotions, as they try to act as an adult and at the same time as a child. 1.3 Social Development In social development of a child we look at how a child interacts with their peers. We see how a child over the years starts by only interacting with the parents, but as time goes the child starts playing with other children. We see how the child even starts bullying the other child friend. As the child further grows they stop interacting with the parents and only cares what the friends say, peer pressure. 1.4 Cognitive Development In a child we look at how the child becomes more intellectual with time. We see as a baby how the child does not understand anything at all. As the child grows they are able to understand simple things like get names, and add numbers. As the child is in the adolescence stage the child can now reason, understand concepts and is now very intellectual and can reason well. 1.5 Language Development In Language development in a child we see how a child initially cannot even speak a letter. Although as the years pass the child starts by speaking single letters. The child is then able to pronounce two letter words, and then eventually they are able to speak well and understand what they are told. They even learn how to use verbal communication when communicating with others. 2.0 Synchronous or Asynchronous developmental attributes of the child (Trawick, 2007). 2.1 Physical Development The physical development of a child is a very slow and progressive process. Children mature differently and each one at their own pace. It is also a wonderful process for parents, as they get to watch their children as they grow in height and width. Motor skill development In motor skill development we look at Large skill development whereby the researchers look at the strength development, movement quality and the range of the movement. In motor skill development we also look at small skill development whereby we look at small muscles such as toes, fingers and eye development. The actions brought about here are such activities like drawing, writing, and grasping. Physical Development When a child is developing to become a young adult there is a process that is followed as the child develops; The large muscles develop before the smaller muscles. The child’s legs and arms grow faster than the fingers or toes. The child is therefore able to run before learning how to write. The muscles at the core of the body become much stronger than the outer muscles like the hands or feet. The development of the child starts from the head and moves downwards. That is why a child is able to hold their head first than walking first. 2.2 Emotional Development As a child is a baby of 6-12 months we are told and we observe that the child suffers from distress when separated from the parents and that is why they always cry. They suffer insecurity and that is why they are angry when left alone. 2.3 Social Development As a child of 6-12 months the child is most familiar to the parent and they rely on the parents to calm them down when unhappy. The child at this stage communicates through giggles and cries to express their feelings. At two years old the child is full of mixed emotions. The child at this stage likes to experiment. The child at this stage imitates sounds and actions. Past the age of three years the child is quite emotional (Child Development Institute Parenting Today). 2.4 Cognitive Development As a child of 6-12 months the child perception of the world is limited to sensory and motor activities. Between the ages of two and six years the child is able to learn how to use language. At between the ages of seven and eleven years s/he now begins to understand concepts. The child can now solve problems more intellectually but not fully understand the concepts. Between the ages of twelve and adulthood s/he can now be able to look at things with a much bigger perspective. 2.5 Language Development During the stage of 3-9 months the child communicates by babbing. The child simply starts by saying words like ‘ba-ba-ba’. The child extends the words and says the words in short. During the stage of 10- 13 months the child can now pronounce one letter word. 3.0 Play-based theorists related to development of the whole child Children learn from playing and they are able to develop their cognitive skills and social skills much better. For children playing is very exciting and enjoyable and that is why it is the best activity to engage in so as to help them develop their skills. The common theories used in play are as follows; Classical theories focus on the fact that a child is able to burn off excess energy and rest after hard work. This theory stated by Henry Spencer focuses on the fact that play is for a child to burn off excess energy and that children need to be very active. Modern theories look at the consequences that playing has on a child. The theorist John Dewey suggests that a child learns best by engaging in physical activities. Contemporary theories focus on the fact that a child develops socially and culturally through engaging in their daily experiences. The theorist Urie Bronfenbrenner states that a child’s development is influenced by both the person and the environment which includes the family and society. 4.0 Ways in which an adult could support, stimulate or extend the child As Kearns, K., & Austin, B. (2010) suggests, adults believe it or not have a major impact on their children. Studies have proven that a child’s play session is increased when an adult is involved. Adults should therefore try as much as possible to play with their children by trying to carry out the following duties; Adults should try as much as possible to encourage the children by supporting the child’s idea and by asking them questions that challenge them to keep playing. Adults should also be able to set up working environments that relate to the child’s daily encounters. Adults should also be supportive to their children. The adult should not be so controlling but let the child be able to play and make mistakes. Adults should also keenly observe their children. By doing that the adult will be able to identify the child’s weaknesses and help them in the future in the learning process. 5.0 Child’s interests and background in Relation to the education Programs Montessori Program Under this program the child undergoes psychological evaluation to determine the child’s learning process. The child at this level is very encouraged and determined to learn. High/scope Program This program is used in Kindergarten schools, nursery when the child is about two years old. At this stage the child just wants to learn everything on their own. The child doesn’t want to be told No so the child wants to teach themselves new things and explore ideas. The adult at this program just watches the child as they learn. Ontario Full day Early Kindergarten Program The program is for children between the ages of 4 and 5 years old. This school program teaches a child effectively using methods like investigation, guided instruction and explicit instruction. Reggio Emilio Program This approach focuses on teaching a child on how to interact with others, parents and peers so as to effectively learn. It uses a strong child-directed curriculum model. 6.0 Early Years Learning Framework The Early years learning framework is part of the Council of Australian Government’s for early child hood education and care. It is also a key component of the Australian Government’s National quality Framework for early childhood education and care. It underpins universal access to early childhood education and will be incorporated in the National Quality standard. 7.0 The principles of a quality Early Childhood Education program The programs help children be able to learn better by providing suitable environments. The following are some of the principles that a program should have; Long term sustainability For a children program to be in existence for a while the public and private sectors need to contribute investments to the programs. Offer opportunities to every child A children program should be able to offer opportunities to all children of all ages. Choice Parents should be able to choose the most suitable program for their child from a selection of programs. Professional workforce The teachers in the programs should be well trained to offer quality services to the children. Licensed Age Appropriate Environments The programs should be licensed to employ methodologies that address the need of all children. 8.0 References Child Development Institute Parenting Today. (n.d.). Normal Stages of Human Development (Birth to 5 Years) Retrieved from http://childdevelopmentinfo.com/child-development /normaldevelopment.shtml Early Childhood Australia. (2010). Why play-based learning? Retrieved from Early Childhood Australia website: http://www.earlychildhoodaustralia.org.au/every _child_magazine /every_child_index/why_play-based_learning.html Kearns, K., & Austin, B. (2010). Birth to big school (2nd Ed.). NSW: Pearson Education Australia. Trawick-Smith, J. W. (2007). Early childhood development: A multicultural perspective (4th Ed.). Columbus, Ohio: Merrill Prentice Hall. Vialle, W., Lysaght, P., & Verenikina, I. (2008). Handbook on child development (2nd Ed.). South Melbourne,Vic.,Cenage Learning Australia. Read More